Silver linings: rethinking assessment pedagogy under the pandemic

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2023-03-01 DOI:10.2478/eurodl-2023-0007
Linda Amrane-Cooper, S. Hatzipanagos, A. Tait
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引用次数: 1

Abstract

Abstract In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.
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一线希望:在大流行下重新思考评估教学法
2020年,受新冠肺炎疫情影响,英国乃至全球高等教育纷纷向在线评估转型,其速度和规模在正常情况下是难以想象的。该部门的优先事项是确保评估的基本原则,包括完整性,在实施变革时得到支持,并且在评估时,没有学生在获得数字学习机会方面处于不利地位。本文着重于一个评估这种转变的项目,并提供了理解紧急评估方法的机会。它从受影响的利益相关者(主要是学生和员工)的经验角度探讨了这种转变。它确定了有效的评估过程和格式,并审查了对远程学习环境和该部门未来实践的影响。
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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